This monograph examines educational alternatives for children and youth with emotional, behavioral, or social problems. It focuses on alternatives to traditional education systems, concentrating on those which have an administrative structure separate from the regular education system. It begins with a brief description of the role alternative programs have played during the last few decades and their varying roles within the continuum of placements today. Major issues that dictate practices in alternative programs nationwide are explored, components of effective alternative programs are highlighted, and suggestions are provided for changes to improve the current practices in some alternative programs. The monograph also examines the paradox resulting from attempts at the full inclusion of students with disabilities and the special difficulties that traditional education systems face when disciplining students with emotional, behavioral, or social disorders who are included in mainstream education placements. Appendices include descriptions of a collaborative, nontraditional center serving at-risk children and youth, a positive education program reintegration model, a collaborative task force that empowers families and community institutions to work together to reduce juvenile problems, and educational options for students who have been adjudicated or are at-risk. (Contains 27 references.) (CR)